담화 의미 분석을 위한 ‘환경’ 요소 설정 및 분석 연구-관형절을 중심으로

소지영 ( So¸ Ji-yeong ) 청람어문교육학회 2021 청람어문교육 Vol.- No.83

본 연구의 목적은 체계 기능 언어학적 관점에서 어떤 사태나 인간의 경험을 표상하는 동성 체계 중 ‘환경’ 요소에 주목하여, 이와 관련한 분석 상 난점들을 살펴봄으로써 이론과 실제의 간극을 좁히는 데 있다. 체계기능 언어학에서 동성은 ‘과정’을 중심으로 ‘참여자’와 ‘환경’을 포괄하는 개념으로 제시되는데, ‘참여자’와 ‘과정’이 주된 사태를 표상하는 것과 달리 ‘환경’은 부차적인 의미를 나타낸다는 점에서 그간 주목도가 상대적으로 낮았다. 그런데 한국어에서는 ‘환경’이 담화 의미 생성 및 분석에 필수적인 기능을 하기도 하여 분석의 필요성이 있다. 이에 본고에서는 명사(구)에 선행하면서 의미를 상세화하거나 필수적인 정보를 제공하는 관형절을 중심으로 ‘환경’ 요소의 설정 문제와 구분 기준, 분석 방법을 논의하였다. ‘환경’ 요소의 설정 문제와 관련하여서는 명사(구)에 선행하여 수식 기능을 하는 관형절을 별개의 요소로 간주할 필요가 있음을 밝혔다. 또 절 복합체로 실현된 ‘환경’ 요소의 경우 선후행관형 구성이 포함 관계를 형성하고 있다고 보는 것이 타당함을 논의하였다. 마지막으로 여타 요소와의 중첩성 문제와 관련하여서는 ‘환경’ 요소 내의 ‘참여자’와 ‘과정’을 모절 층위의 ‘참여자’, ‘과정’과 분리하여 ‘핵심 또는 상위 참여자/과정’, ‘부가 또는 하위 참여자/과정’으로 구별하는 방법을 제시하였다. 이러한 논의는 추후 기능적 의미 구성 방식, 설명 및 정의의 새로운 방식, 문장의 의미 밀도를 조절하는 방식 등으로 확장되며 학습자의 언어 능력 향상에 기여하는 구체적인 내용으로까지 확장될 필요가 있다. The purpose of this study is to narrow the gap between theory and practice by paying attention to the ‘circumstance’ element of the transitivity system from the Systemic Functional Linguistics(SFL), and examining the difficulties in analysis related to this. Unlike ‘participant’ and ‘process’, ‘circumstance’ was thought to represent a secondary meaning, so attention was relatively low so far. However, in Korean, the ‘circumstance’ also plays an essential function in constructing and analyzing the meaning, so there is a need for analysis. Therefore, this paper discussed the problem of setting the ‘circumstance’ element, the criteria for classification, and the analysis method, focusing on the adnominal clause, which precedes the noun group, refines the meaning or provides essential information. These discussions need to be extended to a method of functionally constructing meaning, a new method of explanation and definition, a method of adjusting the semantic density of sentences, etc., and to concrete content contributing to the improvement of the learner's language ability.

중등 과학 교과서에서의 정의문 기능 연구 - 국어과 설명하기 성취기준의 언어적 교육 내용 탐색을 위하여 -

소지영 ( So Ji-yeong ),주세형 ( Joo Se-hyung ) 한국어교육학회(구 한국국어교육연구학회) 2021 국어교육 Vol.0 No.172

In the field of Korean Language Education, the linguistic repertoires of educational contents for the language of learning are a given for language across the curriculum. However, in reality, the educational contents of the Korean Language Education explanation achievement standards are far too abstract. The educational contents do not reflect the authenticity of the language material. As a result, it could be difficult for the aforementioned contents to be a part of the language for learning in other subjects, not to mention that of Korean Language Education. As such, this thesis is focused on analyzing the definition of sentences within Science Textbooks based on the premise that detailed language experiences should be provided as language for learning in Korean Language Education. After all of the definition sentences are extracted from the secondary school Science Textbooks, the core explanatory concepts are then analyzed. As a result, the definitional explanation of the core concept is identified with a formulaic expression like ‘-ㄴ/는 NP1을/를 NP2(이)라고 한다.’. At this point, the explanation of the definition sentences is realized while the embedded clauses, which are equivalent to ‘-ㄴ/는 NP’ and paraphrase the preceding contents of the Science Textbooks, provide an additional explanation for the core concept ‘NP2’. During the paraphrasing stage, differences in how the explanations are identified influence the function of ‘-ㄴ/는 NP’ as a formulaic expression which paraphrase the preceding contents. In this thesis, the variety of explanatory functions are analyzed, and the paraphrasing forms are realized by classifying the paraphrasing type based on three functions: ‘condensing contents’, ‘generalizing examples’, and ‘specifying concepts’.

중학교급 학습자 서술형 답안의 언어적 특성 연구 -사회과 학업성취도평가 서술형 문항을 중심으로-

소지영 ( So Ji-yeong ),성경희 ( Sung Kyung-hee ),주세형 ( Joo Se-hyung ) 한국어교육학회(구 한국국어교육연구학회) 2018 국어교육 Vol.0 No.161

Although descriptive questions have the advantage of being able to evaluate the higher mental abilities of the learners by allowing their thoughts or opinions to be directly described, the difficulties and fairness of the scoring have been pointed out as limitations. In order to solve these problems, it is necessary to examine the fundamentals of such questions rather than the issue of whether they faithfully meet the requirements of an assessment tool so as to avoid surface descriptions of the resulting limitations. For this purpose, this study analyzed learners' descriptive answers using systemic functional linguistics (SFL), which regards language as a tool of knowledge construction. The “somewhat awkward and partial learners' answer,” which is one of the categories in the scoring process, contains much information about the learner's current stage of knowledge construct development. The analysis confirmed that the learners' descriptive answers showed transitional characteristics from “everyday language” to “scientific language.” It is possible to summarize the linguistic characteristics of the learners' answers as a faded metaphor―an intermediate stage of transitioning to a complete level grammatical metaphor. From the point of view of language development, this “faded metaphor” is an important reference point for understanding “what,” “when,” and “which form” is needed for learners to attain an ideal academic language. In order to collect a variety of language data from learners, closely observe their developmental stages through the data, and introduce the results back into education, a consistent theoretical framework is needed that should be based on all these processes. The grammatical metaphor theory of systemic functional linguistics used as the theoretical basis of this paper is not only a theoretical framework that can examine the conceptualizations of subject experts(assessors) and learners(appraisees), but can also serve as a basis for collecting and analyzing language data. It also supports the concrete content of the teaching and learning methods for teaching students. Based on this, it is necessary to emphasize the role of language as an essential tool for the knowledge construction of the subject of Korean in order to provide a theoretical basis for establishing a step-by-step, systematic teaching and learning strategy, as well as contributing to the refinement of scoring training and management measures.

생애교육 관점의 어문 규범 교육 방향 탐색

조진수 ( Jin Su Jo ),소지영 ( Ji Yeong So ) 청람어문교육학회(구 청람어문학회) 2016 청람어문교육 Vol.57 No.-

본고는 그간의 학교 교육에서 어문 규범이 언어 주체의 전 생애에 걸친 국어생활에 관여하는 문제라는 점이 충분히 고려되지 못했음에 문제를 제기하고, 학교에서의 어문 규범 교육에 생애교육 관점을 도입할 것을 제안하였다. 생애교육 관점의 어문 규범 교육은 자기 주도적 학습을 통해 ``성장``하는 존재를 추구하는 인간상으로 본다는 점에서, 일정한 수준의 지식에 ``도달``한 존재를 목표로 삼는 이전의 어문 규범 교육과 차별화된다. 이러한 관점에서 어문 규범 교육의 연구사를 재검토하여, ``국어의 구조에 관한 문법 지식 활용``과 ``규범에 내재한 원리 활용``이 생애교육 관점의 어문 규범 교육에서 메타학습의 기제로 작용할 수 있음을 밝히고, 생애교육이라는 거시적 조망 하에서 학교에서의 어문 규범 교육이 어떻게 설계될 수 있는지를 논의하였다. 또한, 생애교육 관점의 어문 규범 교육이 추구하는 인간상, 교육 경험의 구조화 방식, 사례 제시 측면에서 기존의 어문 규범 교육과 어떻게 다른지를 밝히고, 이러한 관점에서 구체적인 학습 활동이 어떻게 설계될 수 있는지를 예증하였다. This study raises an issue that the school education system does not sufficiently consider the fact that language norms is involved in the language use of a person all throughout their life, and proposes to integrate the perspective of lifelong education into the language norms education in schools. When approaching language norms education from the perspective of lifelong education, it views the ideal person to be someone who pursues to grow via self-directed learning. In this regard, it is different from the existing one which strives to become like those who ``achieved`` a certain level of knowledge. By reexamining the research on language norms education from this perspective, this study reveals that ``the usage of grammatical knowledge of the Korean language structure`` and ``the usage of the principle embedded in the norm`` can function as a material for meta-learning in the language norms education. It is also discussed in this study, how the language norms education can be designed in schools from a macroscopic perspective of lifelong education. Additionally, this study reveals how language norms education, with the lifelong education approach, is different from the existing one, in terms of the pursued human type, the way of structuring educational experience, and case presentation. In this regard, the study also illustrate how specific learning activities can be designed.